24-26 Matthews Avenue, Kaitaia
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Awhi Pumau are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing |
Awhi Pumau is one of two services under the same ownership. The owners provide governance and management support. Staff include three qualified kaiako, and one kaimahi. All tamariki enrolled are of Māori heritage. The service philosophy is based on the values of whanaungatanga, manākitanga, māramatanga, and kaitiakitanga.
Tamariki experience attentive and caring interactions with kaiako. They are confident and interact respectfully with others, showing respect for kaupapa Māori. Kaiako strongly promote and enact the values of whanaungatanga, manaakitanga and kaitiakitanga. They encourage tamariki to be independent and to care for the environment and other tamariki.
Whānau appreciate kaiako efforts to enhance the mana, identity, language and culture of their tamariki as Māori learners. Tamariki with special rights are supported well to engage in the curriculum and enjoy positive outcomes.
The environment and resources reflect kaupapa Māori concepts. Kaiako intentionally integrate te reo me ngā tikanga Māori in the curriculum. Tamariki experience te ao Māori in the curriculum and use kupu Māori naturally and authentically.
Kaiako respond to the interests and dispositions of individual tamariki. Kaiako document the learning and progress of individual tamariki. They now need to document group planning and evaluate the curriculum. This should include evaluating and documenting the effectiveness of teaching practices in creating improved outcomes for tamariki.
Leaders and teachers are working towards embedding some established systems and practice. These include:
monitoring of processes to ensure regulatory requirements are consistently maintained
the recently established professional growth cycle
developing the strategic plan
building internal evaluation capability to identify, enact and evaluate strategic goals and priorities.
Awhi Pumau will include the following actions in its Quality Improvement Planning for leaders and kaiako to:
improve assessment and planning records to show how these guide both individual and group learning, and regularly evaluate how well the curriculum and teaching practices promote learning
evaluate and document the effectiveness of teaching strategies to identify what works and what doesn’t work for individual tamariki to guide improved kaiako practices
grow their understanding and use of internal evaluation for improvement.
Before the review, the staff and management of Awhi Pumau completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
curriculum
premises and facilities
health and safety practices
governance, management and administration.
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
A written procedure for safety checking all children’s workers before they have access to children that meets the safety checking requirements of the Children’s Act 2014 (GMA7A).
Equipment, premises and facilities are checked on every day of operation for hazards to children. Consideration of hazards includes hazards present in kitchen or laundry facilities (HS12).
A record of the written authority from parents for the administration of medicine in accordance with the requirement for category iii medicine and a record of all medicine given to children; records include name of the child, name and amount of medicine given, date and time medicine was administered and by whom, and evidence of parental acknowledgement (HS28).
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
3 October 2022
|
Early Childhood Service Name |
Awhi Pumau |
|
Profile Number |
47006 |
|
Location |
Kaitaia, Northland |
|
Service type |
Education and care service |
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Number licensed for |
40 children, including up to 4 aged under 2 years |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
15 |
|
Review team on site |
June 2022 |
|
Date of this report |
3 October 2022 |
|
Most recent ERO report(s) |
Education Review, September 2018 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Awhi Pumau is situated in Kaitaia and provides education and care for up to 18 children who are over two years of age. The centre opened in July 2016 and this is the first Education Review report for the centre.
The vision and philosophy seek to build strong relationships and support the holistic needs of children and their whānau. The centre's aim is to build on productive partnerships with whānau and community to raise confident, competent and happy children.
The governance is managed by two owner operators who oversee the daily operations of the centre. The supervisor manages the curriculum and mentors teachers. Collaborative processes support staff in conducting the daily routines of the centre. All teachers are registered except for one who is presently in training.
Teachers warmly welcome children and their whānau. Children settle quickly and have a strong sense of belonging. They play confidently with their peers and teachers during the day. Notions of care are based on genuine attitudes of respect, acceptance and valuing people.
Teachers' interactions and relationships with children, parents and whānau are a strength in this centre. They use positive language, and open-ended questioning to encourage discussion with and between children. Teachers encourage children to talk about their play to support them to learn te reo Māori and English.
The curriculum has a strong bilingual emphasis, clear recognition of Te Tiriti o Waitangi and the bicultural heritage of Aotearoa. Concepts of tikanga and the values of whanaungatanga, manaakitanga, whakapapa and wairuatanga are threaded through the inclusive curriculum. Ako is valued and practiced. Strong whānau relationships are a key feature.
Teachers are responsive to children's interests and strengths, language, culture and identity. They are reviewing links between programme planning and Te Whāriki, the early childhood curriculum, so planning is better aligned with learning outcomes for children.
Portfolios record children's learning and participation well. Teachers have good monitoring processes to ensure that children's learning is recorded and their stages of development are identified. Teachers and leaders respond well to children's identified learning needs. They should now ensure they focus more on children's learning goals when assessing their progress.
Transitions are managed well for children who are new to the centre. Teachers and leaders have programmes to support children as they transition to school. The centre has a positive relationship with the local primary school that the majority of children will attend.
The centre has well designed play areas with good flow between indoor and outdoor areas. Some outside areas have recently been redeveloped. Children are involved in gardening and learn about science, plants and food in an area designated for this purpose. Inside areas are identified for specific play activities. Resources are appropriate and adequate. Teachers could consider ways to make the environment more literacy and numeracy rich to further enhance children's learning of language and mathematical concepts.
Leaders manage and organise centre routines well. They work collaboratively with staff and one another. Staff culture is built on a sense of unity, cohesion and trust. Respect for one another and for children and parents' mana is evident. Effective systems for documenting learning and administration are in place.
Professional development is beginning to inform learning programmes and teaching practices. Teacher appraisal processes are well documented. A next step for leaders is to consider how they will broaden the scope of internal evaluation across all centre processes and operations.
Some key next steps for centre leaders to consider are:
continuing to develop the concept of 'teaching as inquiry' so that teachers reflect more deeply on their practices
increasing the complexity of play for older children, through programme planning
ensuring internal evaluation identifies the impact of professional development and curriculum planning, and the next steps to make further progress.
Before the review, the staff and management of Awhi Pumau completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
To improve current practice, the service needs to report to parents and the community how the service is using its equity funding.
The next ERO review of Awhi Pumau will be in three years.
Violet Tu’uga Stevenson
Director Review and Improvement Services
Te Tai Raki - Northern Region
28 September 2018
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
|
Location |
Kaitaia |
||
|
Ministry of Education profile number |
47006 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children over 2 years of age |
||
|
Service roll |
18 |
||
|
Gender composition |
Boys 11 Girls 7 |
||
|
Ethnic composition |
Māori |
18 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:6 |
Better than minimum requirements |
|
Review team on site |
July 2018 |
||
|
Date of this report |
28 September 2018 |
||
|
Most recent ERO report(s) |
No previous ERO reports |
||
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.